Conclusion (or, how does my research fit into all of this?)
Unfortunately, the iPad is still a fairly new device. Its implementation in classrooms all across the country is still an extremely new concept. Why is this an important aspect of my research? It is important because it means that research validating the success or failure device is still in its early stages. While much research does point to the fact that iPads enrich student learning, engage student learning, and promote student learning, studies are still being conducted to determine to what extent the iPad does/does not promote an improved educational environment. Essentially, no research at this point can conclusively state that iPad use can improve classroom instruction. For example, in Natalia Kucirkova's 2014 article, "iPads in Early Education: Separating Assumptions and Evidence" she discusses "myths" about the iPad and "obstacles" educators may be faced with in the adoption of the iPad in classrooms (p. 1). She continues, writing, "...despite the possible benefits, there is an absence of research supporting the enthusiastic claims that iPads will 'revolutionize education' (Kucirkova, 2014, p. 1). This article was published July 8, 2014 - only a little over three months ago. In a second study, Jennie Carr's research on fifth-grade mathematics students in the state of Virginia was clearly initiated due to a concern in consistently average-to-poor post-elementary school mathematics performance. In attempting to determine if iPads could be the miracle to solve the disconnect, Carr (2012) was somewhat disappointed in her results; she reported nothing that could prove the iPad an innovative, transformative addition to the math classroom. She wrote, "The current study’s results do not dismiss the usage of iPads in the classroom, but rather encourages educators, principals, and school officials to further investigate the uses of the device in the classroom" (Carr, 2012, p. 280).
All research I looked into regarding apps was extremely important because apps are an important aspect of the iPad. Arguably, they are one of the highlights of the device. Cahill and McGill-Franzen (2013) offered insight for teachers selecting apps appropriate for beginning readers, whereas the Auburn University presentation focused on apps and functions best utilized for students with disabilities. I do not believe that apps are the snake pit some individuals make them out to be; I do not believe the fear is rational. I do, however, believe that the key to apps is teaching teachers how to best utilize them. One thing all of my readings have taught me is that until a teacher feels comfortable with app usage, the app is likely not going to serve its intended purpose. This results in a waste of time, money, and resources that can certainly be avoided.
When Ward, Finley, Keil and Clay (2012) conducted their study of high school science students, they discovered that the students responded positively in many ways with iPad use; however, they were distrustful of the educational quality of the apps, and they appeared (at times) to struggle somewhat with classroom management and keeping the students on task (pp. 7-8). Classroom management, as it turns out, was a recurring theme throughout my research process. However, my belief is that the iPads are no different than any other classroom activity that is introduced with a minimal classroom management plan. I believe that teachers who are trained to use the iPad will not struggle as frequently with classroom management as a teacher who is trained.
Maxwell and Banerjee's 2013 research concerning iPad use among college freshman students enrolled in Honors courses was an informative course for me to determine what students use iPads for; additionally, it showed a "significant", positive response for how students appreciate and enjoy incorporating the iPad within the educational setting. However, my Action Research Project will be based on high school students, not university students (Maxwell & Banerjee, 2013).
I was fortunate to locate information concerning the usefulness of iPads in elective courses, or any course not associated with Math, Science, Language Arts, or Social Studies. The article "iPads in the Foreign Language Classroom: A Learner's Perspective" was similarly disappointed in the results of their study, reporting: "The potential of the device’s potential for pedagogical implementation is perhaps not fully explored because teaching with tablet computers is still relatively novel" (Gabarre, Gabarre, Din, Shah & Karim, 2012, p. 124). Then again, this study relied on the responses and feedback of one French student named Emilie, rather than a large group of students as most of the other researchers I read about did. Patricia Riley's article details her introduction of iPads to her Music Education students (she is a Professor of Music Education at the University of Vermont). Her journey appeared to unfold without flaw. She applied for a grant to afford the iPads, then issued them to her students, recommending their use for transcribing music, ear training, rehearsals, etc. (Riley, 2013, p. 83). The feedback she received was outstandingly positive; one student wrote on his feedback report that he was "heartbroken" to return the iPad at the conclusion of the semester (Riley, 2013, p. 86). Again, while this is the information I enjoy reading, it relates to college students only, and my selected population is high school. A final article I read, titled "Children's Engagement with Educational iPad Apps: Insights from a Spanish Classroom" featured a study of pre-school students taking a Spanish course. While Powell (2014) discouraged independent work with the iPad of students in middle and high school, the authors of this article praised independent iPad work among pre-schoolers, stating: "It is worth emphasizing that in our observations, children were not guided by the teacher in the iPad-related activities, and it is an encouraging finding that children engaged in exploratory reasoning and higher-level of software engagement without such guidance" (Kucirkova, Messer, Sheehy & Panadero, 2013, p. 182).
Baker, Isbell, Wendt and Wilson's research appeared to be the most well-rounded of them all. They began by stating that the iPad has the potential to be the piece of technology that revolutionizes education, then added that teacher confidence and lack of training - in addition to lack of financial resources - could pose obstacles to complete iPad acceptance and adoption (2013, pp. 64-66). This study was unique because it was based on the responses of English teachers to iPad technology, not students. The research was based on a project called V-SPACE and it was conclusive in determining that it helped the teachers in the study create "powerful learning spaces" by efficiently utilizing the technology made available to them (Baker, Isbell, Wendt & Wilson, 2013, p. 75). They wrote their satisfaction with the results, but added, "The need for innovative online teacher training and interactive student resources is growing" (Baker, Isbell, Wendt & Wilson, 2013, p. 75). Hu & Garimella's research was also based on teacher responses to iPad technology. Their research was based on schools located on the island of Hawaii. After the study, all 9 teachers were surveyed and asked if they thought the iPad could be an effective tool for their teaching, and all 9 (100%) answered "yes"; however, the teachers expressed concern over how to manage their classrooms; how to select appropriate apps; and the need for professional development and training (Hu & Garimella, 2014, pp. 57-58).
Melissa Ingraham's research was by far the most positive. In her study, which involved the iPad and high school geometry students, she determined that the iPad had made a profound impact on the students' ability to understand and explain the geometrical concepts. Furthermore, she believes that teachers have tools available to them to better utilize the iPad, and she hopes that in the future, teachers will continue to grow, learn, and incorporate such skills and tools into their classrooms (Ingraham, 2013, p. 31).
The article by Dhir, Gahwaji, and Nyman (2013) titled "The Role of the iPad in the Hands of the Learner" was especially well-rounded, but consistently sure to back up any claim with statements that - much like Kucirkova - remind readers that research on the topic is still in a "controversial" stage (p. 712). For example, they wrote:
Teachers believe that iPads are positive motivation agents for young students and that iPad use can engage, inspire, and even motivate students towards learning and teaching. However, we found no support or evidence that is based on scientifically controlled empirical studies that can back up this claim (Dhir, Gahwaji, and Nyman 2013, p. 713).
Michael Scherer's October 9, 2014 Time Magazine article "The Paperless Classroom is Coming", I was surprised to find that the majority of the article was spent defending the iPad against parents and school leaders who were opposed to its use simply because they were under-educated or mis-educated about the device (p. 38). The article is certainly informative about the reality of the iPad "glitches"; however, it makes me wonder why only one teacher was interviewed. The teacher is portrayed as an exhausted technological martyr fighting a battle he potentially cannot win, and I do not believe that is a fair representation of reality.
The YouTube video highlighting a Canadian school's trouble with illness they claim was instigated by WiFi is a drastic contrast to the YouTube video which praises the iPad for its usefulness at the Henderson School.
The YouTube video of the WiFi health scare in a Canadian school truly blew my mind. Not only do I believe this is an unwarranted claim by an unaccredited news source, I honestly find it flat-out absurd. Not to discredit the media coverage; I just believe more research should be done on the subject before anyone truly begins to invest any real interest in the subject.
Overall, what I have noticed is a lot of research being focused on how (or if) the iPad can be a renaissance of educational styles, methods, and tactics. The iPad is not the "Messiah"; it is not intended to encourage laziness, nor is it intended to be a band-aid for current problems in the educational system. It is, however, a powerful supplemental tool that can promote the learning of students (if used appropriately).
Conclusion (or, how does my research fit into all of this?)
Unfortunately, the iPad is still a fairly new device. Its implementation in classrooms all across the country is still an extremely new concept. Why is this an important aspect of my research? It is important because it means that research validating the success or failure device is still in its early stages. While much research does point to the fact that iPads enrich student learning, engage student learning, and promote student learning, studies are still being conducted to determine to what extent the iPad does/does not promote an improved educational environment. Essentially, no research at this point can conclusively state that iPad use can improve classroom instruction. For example, in Natalia Kucirkova's 2014 article, "iPads in Early Education: Separating Assumptions and Evidence" she discusses "myths" about the iPad and "obstacles" educators may be faced with in the adoption of the iPad in classrooms (p. 1). She continues, writing, "...despite the possible benefits, there is an absence of research supporting the enthusiastic claims that iPads will 'revolutionize education' (Kucirkova, 2014, p. 1). This article was published July 8, 2014 - only a little over three months ago. In a second study, Jennie Carr's research on fifth-grade mathematics students in the state of Virginia was clearly initiated due to a concern in consistently average-to-poor post-elementary school mathematics performance. In attempting to determine if iPads could be the miracle to solve the disconnect, Carr (2012) was somewhat disappointed in her results; she reported nothing that could prove the iPad an innovative, transformative addition to the math classroom. She wrote, "The current study’s results do not dismiss the usage of iPads in the classroom, but rather encourages educators, principals, and school officials to further investigate the uses of the device in the classroom" (Carr, 2012, p. 280).
All research I looked into regarding apps was extremely important because apps are an important aspect of the iPad. Arguably, they are one of the highlights of the device. Cahill and McGill-Franzen (2013) offered insight for teachers selecting apps appropriate for beginning readers, whereas the Auburn University presentation focused on apps and functions best utilized for students with disabilities. I do not believe that apps are the snake pit some individuals make them out to be; I do not believe the fear is rational. I do, however, believe that the key to apps is teaching teachers how to best utilize them. One thing all of my readings have taught me is that until a teacher feels comfortable with app usage, the app is likely not going to serve its intended purpose. This results in a waste of time, money, and resources that can certainly be avoided.
When Ward, Finley, Keil and Clay (2012) conducted their study of high school science students, they discovered that the students responded positively in many ways with iPad use; however, they were distrustful of the educational quality of the apps, and they appeared (at times) to struggle somewhat with classroom management and keeping the students on task (pp. 7-8). Classroom management, as it turns out, was a recurring theme throughout my research process. However, my belief is that the iPads are no different than any other classroom activity that is introduced with a minimal classroom management plan. I believe that teachers who are trained to use the iPad will not struggle as frequently with classroom management as a teacher who is trained.
Maxwell and Banerjee's 2013 research concerning iPad use among college freshman students enrolled in Honors courses was an informative course for me to determine what students use iPads for; additionally, it showed a "significant", positive response for how students appreciate and enjoy incorporating the iPad within the educational setting. However, my Action Research Project will be based on high school students, not university students (Maxwell & Banerjee, 2013).
I was fortunate to locate information concerning the usefulness of iPads in elective courses, or any course not associated with Math, Science, Language Arts, or Social Studies. The article "iPads in the Foreign Language Classroom: A Learner's Perspective" was similarly disappointed in the results of their study, reporting: "The potential of the device’s potential for pedagogical implementation is perhaps not fully explored because teaching with tablet computers is still relatively novel" (Gabarre, Gabarre, Din, Shah & Karim, 2012, p. 124). Then again, this study relied on the responses and feedback of one French student named Emilie, rather than a large group of students as most of the other researchers I read about did. Patricia Riley's article details her introduction of iPads to her Music Education students (she is a Professor of Music Education at the University of Vermont). Her journey appeared to unfold without flaw. She applied for a grant to afford the iPads, then issued them to her students, recommending their use for transcribing music, ear training, rehearsals, etc. (Riley, 2013, p. 83). The feedback she received was outstandingly positive; one student wrote on his feedback report that he was "heartbroken" to return the iPad at the conclusion of the semester (Riley, 2013, p. 86). Again, while this is the information I enjoy reading, it relates to college students only, and my selected population is high school. A final article I read, titled "Children's Engagement with Educational iPad Apps: Insights from a Spanish Classroom" featured a study of pre-school students taking a Spanish course. While Powell (2014) discouraged independent work with the iPad of students in middle and high school, the authors of this article praised independent iPad work among pre-schoolers, stating: "It is worth emphasizing that in our observations, children were not guided by the teacher in the iPad-related activities, and it is an encouraging finding that children engaged in exploratory reasoning and higher-level of software engagement without such guidance" (Kucirkova, Messer, Sheehy & Panadero, 2013, p. 182).
Baker, Isbell, Wendt and Wilson's research appeared to be the most well-rounded of them all. They began by stating that the iPad has the potential to be the piece of technology that revolutionizes education, then added that teacher confidence and lack of training - in addition to lack of financial resources - could pose obstacles to complete iPad acceptance and adoption (2013, pp. 64-66). This study was unique because it was based on the responses of English teachers to iPad technology, not students. The research was based on a project called V-SPACE and it was conclusive in determining that it helped the teachers in the study create "powerful learning spaces" by efficiently utilizing the technology made available to them (Baker, Isbell, Wendt & Wilson, 2013, p. 75). They wrote their satisfaction with the results, but added, "The need for innovative online teacher training and interactive student resources is growing" (Baker, Isbell, Wendt & Wilson, 2013, p. 75). Hu & Garimella's research was also based on teacher responses to iPad technology. Their research was based on schools located on the island of Hawaii. After the study, all 9 teachers were surveyed and asked if they thought the iPad could be an effective tool for their teaching, and all 9 (100%) answered "yes"; however, the teachers expressed concern over how to manage their classrooms; how to select appropriate apps; and the need for professional development and training (Hu & Garimella, 2014, pp. 57-58).
Melissa Ingraham's research was by far the most positive. In her study, which involved the iPad and high school geometry students, she determined that the iPad had made a profound impact on the students' ability to understand and explain the geometrical concepts. Furthermore, she believes that teachers have tools available to them to better utilize the iPad, and she hopes that in the future, teachers will continue to grow, learn, and incorporate such skills and tools into their classrooms (Ingraham, 2013, p. 31).
The article by Dhir, Gahwaji, and Nyman (2013) titled "The Role of the iPad in the Hands of the Learner" was especially well-rounded, but consistently sure to back up any claim with statements that - much like Kucirkova - remind readers that research on the topic is still in a "controversial" stage (p. 712). For example, they wrote:
Teachers believe that iPads are positive motivation agents for young students and that iPad use can engage, inspire, and even motivate students towards learning and teaching. However, we found no support or evidence that is based on scientifically controlled empirical studies that can back up this claim (Dhir, Gahwaji, and Nyman 2013, p. 713).
Michael Scherer's October 9, 2014 Time Magazine article "The Paperless Classroom is Coming", I was surprised to find that the majority of the article was spent defending the iPad against parents and school leaders who were opposed to its use simply because they were under-educated or mis-educated about the device (p. 38). The article is certainly informative about the reality of the iPad "glitches"; however, it makes me wonder why only one teacher was interviewed. The teacher is portrayed as an exhausted technological martyr fighting a battle he potentially cannot win, and I do not believe that is a fair representation of reality.
The YouTube video highlighting a Canadian school's trouble with illness they claim was instigated by WiFi is a drastic contrast to the YouTube video which praises the iPad for its usefulness at the Henderson School.
The YouTube video of the WiFi health scare in a Canadian school truly blew my mind. Not only do I believe this is an unwarranted claim by an unaccredited news source, I honestly find it flat-out absurd. Not to discredit the media coverage; I just believe more research should be done on the subject before anyone truly begins to invest any real interest in the subject.
Overall, what I have noticed is a lot of research being focused on how (or if) the iPad can be a renaissance of educational styles, methods, and tactics. The iPad is not the "Messiah"; it is not intended to encourage laziness, nor is it intended to be a band-aid for current problems in the educational system. It is, however, a powerful supplemental tool that can promote the learning of students (if used appropriately).